Bev McGee
Stewarts Creek Middle School
6th grade Reading/Lang. Arts
M
Reading/Lang. Arts-Formulate clarifying
questions for use before, during and after reading;
locate and verify information in text to support
inferences, opinions, predictions and conclusions.
Essential question- After completing a close read on the
articles, can I compare and contrast a common theme in
the two articles on a Venn diagram?
TW-Intro. WW Unit 9 by pronouncing the words and
Reading Ex, E aloud. Hand out copies of articles collated
into packets. Facilitate Reading silently.
SW-Intro. WW Unit 9 by pronouncing the words and
listening to Ex, E. Read informational text articles about
Winchester and zombies articles silently.
HW-Finish Reading articles and begin working on WW Unit
9
T
Reading/Lang. Arts- Formulate clarifying
questions for use before, during and after reading;
locate and verify information in text to support
inferences, opinions, predictions and conclusions.
Essential question- After completing a close read on the
articles, can I compare and contrast a common theme from
the two articles on a Venn diagram?
TW-Hand out 3 interpretive questions about articles on
Susan’s Graphics organizer. Model Venn diagram noting
similarities and differences. Facilitate 2nd read while
marking similarities, differences and new vocabulary in
Lesson Plan for Bev McGee
9-Week Language Arts Planning Template
Week # _____3____ Date ___10-27-2014_________________
7th Grade Reading/Lang Arts
Reading/Lang. Arts-Formulate clarifying
questions for use before, during and after
reading; locate and verify information in text
to support inferences, opinions, predictions
and conclusions.
Essential question- After completing a close
read on the articles, can I compare and contrast
a common theme from the two articles on a
Venn diagram?
TW-Intro. WW Unit 9 by pronouncing the words
and Reading Ex, E aloud. Hand out copies of
articles collated into packets. Facilitate Reading
silently.
SW-Intro. WW Unit 9 by pronouncing the words
and listening to Ex, E. Read informational text
articles about Winchester and zombies articles
silently.
HW-Finish Reading articles and begin working
on WW Unit 9
Reading/Lang. Arts- Formulate clarifying
questions for use before, during and after
reading; locate and verify information in text
to support inferences, opinions, predictions
and conclusions.
Essential question- After completing a close
read on the articles, can I compare and contrast
a common theme from the two articles on a
Venn diagram?
TW-Hand out 3 interpretive questions about
articles on Susan’s Graphics organizer. Model
1
8th Grade Reading/Lang Arts
Reading/Lang Arts – Vocabulary; Close
Reading of informational text; cause and
effect; compare and contrast
Essential question-Can I highlight cause
and effect relationships while comparing and
contrasting a nonfiction text?
TW-Provide highlighters on desks; pronounce
WW Unit 9 words and have the students
repeat. Read section E aloud while the
students highlight context clues for
vocabulary definitions. Facilitate close read
of AOW on newsela.com -“Mass Extinction
on Earth”-read silently. After 1st read,
highlight cause and effect relationships,
similarities and differences between people’s
POV and ecosystems survival, and anything
confusing like new vocabulary.
SW-Go over intro. Of WW Unit 9-pronounce
words and listen to section E while
highlighting context clues. Read AOW from
newela.com , silently. After 1st read,
highlight cause and effect relationships,
similarities and differences between people’s
POV and ecosystems survival, and anything
confusing like new vocabulary
HW-Answer response questions at the end
of the AOW article in your RRJ in complete
sentence, paragraph form-Due Wednesday.
Be Ready to discuss Wednesday. Unit 9
WW.
Reading/Lang. Arts- Independent
Reading/novel questions and responsesmake inferences and draw conclusions based
on evidence in the text;
Essential question-Can I infer and draw
conclusions from an independent novel
and/or the drama of Anne Frank in the 8th
grade Lit. book?
TW- Intro. The response questions for their
independent novel they’re checking out of the
library tomorrow. Intro. Anne Frank in Lit.
2nd – Nine Weeks 2011
articles.
SW-Reflect on the articles by answering interpretive
questions on the hand out. Complete Venn diagram noting
similarities and differences of a common theme within the
articles. Read articles a 2nd time while marking similarities
in one color, differences in a different color and new
vocabulary or puzzling questions in another color.
HW-Finish the 2nd read and WW Unit 9.
Venn diagram noting similarities and
differences. Facilitate 2nd read while marking
similarities, differences and new vocabulary in
articles.
SW-Reflect on the articles by answering
interpretive questions on the hand out.
Complete Venn diagram noting similarities and
differences within a theme in the articles. Read
articles a 2nd time while marking similarities in
one color, differences in a different color and
new vocabulary or puzzling questions in
another color.
HW-Finish the 2nd read and WW Unit 9.
Record your Lexile level from your Pearson
report.
book by showing Anne Frank website
Pictures of the annex and WW II.
SW- Infer while going over independent novel
response syllabus. Watch video and infer
what happens in Anne Frank. Go over Anne
Frank syllabus
HW- Read Act I of Anne Frank; Wordly Wise
Unit 9.
Library day for independent novel check
out
Reading/Lang Arts –Locate and verify
information in text to support inferences, opinions,
predictions and conclusions
Essential question-Can I sythesize information from an
independent novel and apply support from the text?
TW – After returning from the library where they’ll check out
a novel of their Choice at a high Lexile level, the teacher
will go over Book Report #1 on screen and pass out copies.
SW –Go to the library to check out novel at a high Lexile
level that can be read by the end of next week. Go over
syllabus for independent novel.
HW –Begin Reading independent novel and continue
working on WW Unit 9.
Library day for independent novel check
out
Reading/Lang Arts-Formulate clarifying
questions before, during and after reading.
TW –Take students to the library to check out
independent novel at an appropriate Lexile
level. Facilitate the reading of “The
Highwayman”-pg. In Lit. book. And on screen.
SW –Go to the library to check out an
independent novel at an appropriate Lexile
level. Follow along while you listen to “The
Highwayman”.
HW
Library day for independent novel check
out
Reading/Lang Arts – Formulate
appropriate questions befote, during and
alter Reading.
Essential quesion-Can I formulate
appropriate questions after reading a
nonfiction article?
TW –Review independent novel responses
and take the students to the library for 15-20
minutes. When we return, we’ll formulate 3
interpretive questions about the nonfiction
article from Monday and hold a brief Socratic
seminar.
SW –Go to the library to check out novel for
independent reading. Formulate interpretive
questions about Monday’s article and hold a
Socratic seminar to discuss and prove points
from the text.
HW –Finish reading Anne Frank Act II; WW
Unit 9
Reading/Lang Arts – Compare and
contrast essay
Essential question-Can I write a compare and contrast
essay comparing the two articles read this Hjek while
including new Wordly Wise vocabulary to the essay?
TW –Model a few compare and contrast essays on the
Reading/Lang Arts- Formulate clarifying
questions before, during and after reading.
TW –Hand out copies of the “Route 66” article
and faciltate reading silently. Distribute 3
interpretive questions about the article and the
radio drama. Facilitate/model completing the
Reading/Lang Arts –Determine the
influence of culture and ethnicity on the
development of similar themes across two
or more literary texts while also analyzing
literary character’s moral dilemma
through a new medium.
W
TH
Lesson Plan for Bev McGee
2
2nd – Nine Weeks 2011
screen. Facilitate writing their compare and contrast
essays about the two articles.
SW –From the Venn diagram and your notes, construct a
compare and contrast essay comparing a theme within the
article to a theme within the other article.
HW – Finish WW Unit 9 and study the words for a test
tomorrow.
sheet.
SW –Read “Route 66” article and complete 3
interpretive questions comparing the article to
the radio drama.
HW –Finish interpretive questions. Complete
WW Unit 9 and study words for a test.
Essential question-While writing and
performing a Poem in Two Voices, can I
determine the influence of culture and
ethnicity of the Jews and the Nazis in WW II
after reading Anne Frank?
TW –Intro. A Poem in Two Voices by allowing
2 students to perform “The Bee” after I intro.
The purposes from the Essentials question.
Share a few other poems on the ELMO from
years past. Make the assignment of a poem
in two voices in pairs or alone and facilitate
the writing.
SW –After the introduction of A Poem in Two
Voices, in pairs, the students will write a
poem in two voices for Nazis vs. The Jews;
Anne vs. Peter; Van Daan’s vs. Franks, or an
idea approved by the teacher.
HW – Finish Poem in Two Voices, WW Unit 9
and study for test on WW Unit 9.
F
Reading/Lang Arts -Vocabulary
Essential question-Can I synthesize and use vocabulary
to create a product in another medium?
TW – Review Wordly Wise unit 9. Break
Class into groups of 5 and assign each Group 5
words from Unit 9. Instruct and
Model how they can put their assigned
5 words into a rap, a poem, a song, or a
Skit. Allow 15 minutes and facilitate
performances. Revise essays by adding 5 new words
from Wordly Wise vocabulary units.
SW-In groups, construct and perform a
rap, a poem a song or a skit to present
their 5 assigned words from WW Unit 9 for an
assessment on the unit. Revise compare and contrast
essay by adding 5 Wordly Wise words.
HW – Complete rough draft of compare and contrast
essay.
Lang Arts -Vocabulary
TW – Review. Wordly Wise unit 9. Break class
into groups of 5 and assign each Group 5
words from unit 9. Instruct and model how they
can put their assigned 5 words into a rap, a
poem, a song or a skit. Allow 15 minutes for
them to prepare and facilitate performances.
Facilitate a brief Socratic seminar using the 3
interpretive questions from the articles.
SW –In groups, construct and perform a rap, a
poem a song or a skit to present their assigned
words from WW Unit 9. Have a brief Socratic
seminar about the interpretive questions
comparing the article to the radio drama.
HW – Read independent novel.
Lang Arts – Vocabulary; similar themes
across two or more literary texts
analyzing carácter moral dilemas.
TW – Review Wordly Wise unit 9. Check for
completion. Give test and collect alter 10
minutes. Facilitate the presentation of
poems. Pass out Junior Great Books
containing “Anne Frank”.
SW –Review WW Unit 9 while Mrs. McGee
checks for completion. Take WW test. Turn
in. Share/present poems to the class.
HW – Read “Anne Frank” excerpt in the
Junior Great Book. Continue reading
independent novel.
Lesson Plan for Bev McGee
3
2nd – Nine Weeks 2011